Applications are due April 27, 2018


May 15

9:00 am - 12:00 pm

All participants attend together

May 17

9:00 am - 4:00 pm (Lunch provided)

Participants grouped by specialization*:
Sustainability, Indigenization, or Open Pedagogies

May 22

9:00 am - 12:00 pm

All participants attend together

May 29

9:00 am - 12:00 pm

All participants attend together

* Special topics are described below.


To prepare for each face-to-face session, participants will view online material and complete some activities in advance. Details about online material and activities will be provided on acceptance to CDI. In the sessions, participants will have the chance to work on their courses and discuss session topics with the assistance of members of the GMCTL staff. Participants will also share what they are working on with each other to gain valuable feedback.


  • Attendance at all four sessions.
  • Weekly participation in the online discussion board.
  • Weekly exploration of online videos and other resources.
  • Completion of all assignments, due weekly.
  • A final reflective piece will need to be completed two weeks after the last CDI session.
  • Two additional consultations between the CDI instructors and the participants will be arranged after CDI and prior to the start of the term to check-in on how these courses are proceeding and answer participants questions that have come up since the CDI.

Special Topics

Open Educational Resources

Open Educational Resources and Open Pedagogy: What are They, Why Engage with Them, and How to Make it Happen

This day-long session will provide an introduction to the concepts and use of open educational resources (OER) and open pedagogies (OP) for teaching and learning. This is a part of the Course Design Institute (CDI), but attendance at the CDI is not required for participation in this session. And lunch is included!

Open educational materials  allow instructors and students to access, use, revise / remix, and share pedagogically appropriate learning materials freely.  These resources allow instructors, and learners, to access and shape content to meet the needs of specific learning contexts. Digital versions of open resources are almost always free and print copies of items such as open textbooks can genarally be obtained at a fraction of the cost of a regular commercial textbook.

Open pedagogy takes OER as a jumping-off point for rethinking the relationship between teachers and students and knowledge. If teachers and students can now modify their textbooks and learning materials, we shift the student emphasis to contribution to knowledge as opposed to simple consumption of knowledge.  Teachers and students become learners together, and “content” becomes a dynamic, always changing category with which we engage rather than a stable set of facts to be mastered. (DeRosa)

Overview of this session:

  • What? - What are Creative Commons, OER, open textbooks, and open pedagogy?
  • Why? - Why should you move toward the use of OER in your teaching and learning? Why should you use open pedagogy?
  • How? - How do you find OER? How do you adapt / create OER? How do you share OER? How do you integrate open pedagogies into your course? How do you assess open pedagogies? How do you access funding and other supports to do these things? 

Note: Whether or not you are attending this as part of the CDI, you need to come with at least one course in mind for which you may be interested in using OER.

Registration: Please register through our GMCTL Events Calendar by following the link below.

Please contact Heather M. Ross ( or 306-966-5327) with any other questions about this session.

Indigenizing Content and Curriculum

Indigenizing Content and Curriculum: Exploring the Use of Indigenous Knowledge in the Classroom

This daylong session will provide an introduction to concepts and considerations when adding Indigenous knowledge and ways of knowing in the classroom.

Indigenizing the University of Saskatchewan is a strategic and intentional process that needs to be achieved within a culturally appropriate framework. Western educational approaches are strong and well established at the University, but they are not always conducive to the promotion and use of Indigenous knowledge in a safe and relevant manner.

This session will introduce you to the important considerations when developing content and exercises that use Indigenous knowledge. For example, the importance of diverse Indigenous identities, decolonized histories, and how knowledge can and should be used in Western educational settings. Taking the time to navigate these considerations will improve learning outcomes and model different forms of reconciliation for Indigenous and non-Indigenous students.  Several resources and exercises will be provided to help in these discussions, including an Elder who will discuss the role of oral story telling for educational purposes.  

The Truth and Reconciliation Commission of Canada’s Calls to Action outline an arduous task of building strong and positive relations between Indigenous and non-Indigenous people. Participation in this daylong session is the first of many steps that you and the University of Saskatchewan will take over the coming years. Reconciliation is a movement that will happen, but how long it takes and what harm it does or doesn’t do will up to us.  

Overview of this session:

  • What? - What is Indigenous knowledge? What is the purpose of using it in the classroom?
  • How? - How do you use Indigenous knowledge in a culturally appropriate manner in the classroom?
  • Who? – Who owns and is allowed to use Indigenous knowledge?
  • Why? - Why and how do you engage Indigenous community in the classroom?

Registration: Please register through our GMCTL Events Calendar by following the link below.

Please contact Rose Roberts ( or 306-966-5905) with any questions about this session.

Sustainability in Higher Education

Sustainability in Higher Education: Learning About and Integrating Sustainability into Your Course Curriculum

This day-long session (with lunch provided) is intended to provide support, tools and resources to faculty and instructors who wish to integrate or strengthen sustainability content in their curriculum. This session is a part of the Course Design Institute (CDI), which focuses on the principles of learning-centred course design for instructors and faculty who are teaching a course for the first time or who plan to revise a course they have taught before. Attendance at the CDI is not required for participation in this session.

"Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs” (Brundtland Report). The concept has been around since the late 1980s, but it really only in recent years that we come to understand the importance of sustainability. Accordingly, The U of S recognizes sustainability as one of its principles in Mission and Vision Statement. In terms of the role of education in sustainability, the University of Saskatchewan’s Campus Sustainability Plan has as its goal that “Students from across Canada and the world recognize the U of S for its innovative sustainability-related and sustainability-focused academic programs and services. One way to move toward this goal is to give interested academics the tools and knowledge they need to integrate sustainability into their teaching.

Issues in sustainability transcend traditional discipline boundaries and are proving increasingly relevant across a wide range of fields in academia. Sustainability education is more than just “greening the curriculum”; it is representative and integrative of environmental, social, and economic issues (University of Michigan Sustainability Assessment, 2002). By including sustainability perspectives in a variety of subjects and courses, there is potential to bring sustainability issues to the forefront of many disciplines and to educate a larger number of students on many different sustainability issues.

Overview of this session:

  • Sustainability and key sustainability issues: What does sustainability mean to you and your peers? What are the key sustainability issues facing our region and our world?
  • The sustainability context at the U of S: What is the importance placed on sustainability at the U of S? What sustainability activity is currently taking place on the U of S campus? How do we compare with other universities?
  • Sustainability, sustainability issues and the disciplines that we teach: How does sustainability fit with and affect your discipline and teaching practice?
  • Key concepts and desired outcomes of education for sustainability (ESD): What are the core topics, big ideas, and critical issues regarding education for sustainability in higher education?
  • Academic content and methods appropriate to integrating sustainability into courses at the post-secondary level: What is the role of content vs. process in ESD? Do the various elements of your course pull things together? To what extent does your course both teach and represent sustainability? What are some of the successful techniques for teaching sustainability? How you meet the objectives of your courses AND include sustainability?
  • Appropriate assessment tools and methods to evaluate sustainability learning and comprehension at the post-secondary level: How can you authentically assess students and use the assessment to promote more effective learning in sustainability?
  • Resources for sustainability at the U of S and for ESD: What resources are available to U of S instructors both generally and in your discipline? What are some strategies for learning from peers about these issues and supporting one another?

Note: Whether or not you are attending this as part of the CDI, you need to come with at least one course in mind for which you are interested in integrating Sustainability.

Registration: Please register through our GMCTL Events Calendar by following the link below.

Please contact Margret Asmuss ( with any questions about this session.